Multi Media e-Learning Software TRIANGLE Case-Study: Experimental
Results and Lessons Learned
Andreas Holzinger
Medical University of Graz, Austria
andreas.holzinger@meduni-graz.at
Arnold Pichler
Graz University of Technology, Austria
ap@stud-tu.graz.ac.at
Hermann Maurer
Graz University of Technology, Austria
hmaurer@iicm.edu
Abstract: This paper reports on results of experiments
carried out with TRIANGLE. The software has been designed and
developed since 2001 in several modifications as an experimental
prototype for an interactive multimedia learning object. During the
design, it was essential to provide a user interface with good
usability in order to support the teachers with only a minimum
knowledge of computers. It was also necessary to provide a simple data
structure and open architecture including runtime evaluation. The
basic idea was to provide a quiz show game in order to uphold as
strong a level of motivation as possible. The purpose of this
prototype was to test the efficiency of three main psychological
concepts in terms of learning: motivation, incidental learning, and
something we call the Tamagotchi effect, which refers to the
concept of personal responsibility. A pre-test/post-test control group
design was chosen. The experiments were carried out in real-life
classroom settings including N=44 K8 students. Mathematics was chosen
as the subject. Three hypotheses were tested: 1) This game based
learning software provides a level of motivation high enough to make
learning fun, even with less popular subjects; 2) Chunks of
knowledge mixed into informational text, within a hypertext
structure, are efficient enough to facilitate student learning; 3) An
additional virtual partner (avatar), to which a student feels personal
responsibility, further increases motivation. Based on the results of
our studies, hypotheses 1 and 2 could be proven, however, not
hypothesis 3. Consequently, TRIANGLE can stimulate learning by making
unpopular subjects fun; incidental learning can increase the process
of integrating new knowledge; however, no positive effect could be
measured of the personal responsibility for the avatar, possibly due
to the low occurrence of personalization within the experimental
settings.
Keywords: Educational multimedia software, motivation, incidental
learning, Tamagotchi-Effect
Categories: TH.AP, TO.6, TO.7, TO.27
1 Introduction
1.1 From Behavioristic to Constructivistic Learning
Both educational software and classroom teaching are undergoing a continual
change of paradigms. Whilst intentional learning is commonly connected
with Behaviorism [Skinner, '53], [Skinner,
'58], not all kinds of learning can be explained this way. Constructivists
explain the world as a "web of facts": gaining knowledge involves
not only learning these facts but finding connections between already known
and new chunks of information [Papert, '91], [Norman,
'96], [Motschnig-Pitrik, '02], [Holzinger,
'05]. This brings a type of learning into the foreground, which is
often ignored incidental learning (refer to section
3.3 for details).
With TRIANGLE we developed modular learning software, implementing some
ideas and motivational techniques of the state of the art multimedia development
and tested the prototype with end-users in a real-life setting, following
a wide spectrum of usability engineering methods [Holzinger,
'05].
While appearing to be just another piece of educational software, the
purpose of TRIANGLE was primarily to provide a test-bed for examining some
new principles and ideas [Holzinger, et al., '01].
Some of the ideas were originally based on a Web based training environment
called VR-Friends [Holzinger, '99].
1.2 Motivation for our Research
We have been stimulated by the facts that game shows and trivia quiz
shows have been popular ever since television became broadly available
[Wexler, '94]. The enormous success of games including
Trivial Pursuit led to Jeopardy; however, one of the most popular examples
is "Who Wants to be a Millionaire", with similar shows in almost
every country worldwide. Not only on television, also trivia quiz terminals
in pubs or other public places are popular and of course internet-based
game shows increasingly court the surfers favor.
We observed people participating in this shows and noticed that a considerable
amount of knowledge is accumulated, although these people surely not intended
to "learn" [Holzinger, '99]. The ideas
behind game shows are simple yet powerful (see next chapters).
While other kind of games are based on a single talent or at least some
kind of special capability (fast reactions, strength, etc.), everybody
has collected knowledge of every kind during their lifetime and will be
able at least to answer some of the questions. In order to satisfy the
target audience, there are two strategies: the questions refer only to
a very special field of interest (e.g. football, pop music, automobiles,
etc.) or to a huge variety of interests. In the second case the questions
are usually kept simple, consequently everybody will be able to answer
some of them. It is important that moments of success occur from time to
time (a question is answered correctly). Even more important however, is
the fact that the candidate is learning while playing, because they are
forced to answer a question in a very prominent position or under pressure
(e.g. running clock).
In any case there is a high probability that they will memorize the
correct answer (independent of their own answer!) compared to a standard
learning situation (e.g. reading a fact in a book).
2 What is TRIANGLE?
The final test bed used in our case study was called TRIANGLE due to
the fact that mathematics was chosen as the subject for our experiments
and we concentrated on the topic of trigonometry. The application is similar
to an "educational media player", subsequently our software can
of course be used with any other subject of interest.
The implemented Lesson can best be described as "everything to
do with the right angled TRIANGLE". However, the creation of just
another piece of software for learning purposes was not our intention during
the design of TRIANGLE; our primary aim was to integrate, test and experiment
with new psychological and educational concepts in real-life scenarios.

Figure 1: "TRIANGLE the geometrical game show"
Consequently, TRIANGLE is designed as a computer game, with the aim
of providing a high level of motivation and fun. Normally children (and
of course some adults) love playing more than learning [Wood,
'98] and this special learning software allows them to play a quiz
show game — learning is just a means to an end. Important issues of TRIANGLE
include graphic design, sound ambience and game play, which have a much
different appearance than other common learning software.
Briefly, the player's task in TRIANGLE is to achieve as high a score
as possible by answering ten questions. The player is represented by a
virtual partner and competes against two opponents. As preparation and
in order to get accustomed to the game show the player can learn in a special
training center, where his virtual counterpart joins him and is also able
to learn. In the game show the virtual partner can answer questions instead
of the player, the more intense the training phase is, the higher the probability
of a correct answer of the partner. Every question is worth a certain amount
of points (score).

Figure 2: Screen shot of the game show
A counter shows the possible points; after a short period during which
the player can read the question, this counter decreases every second.
Now, the (virtual) opponents also try to answer. Correct answers are rewarded
with the remaining points; however, wrong answers are punished by deducting
20 points from the player's current score.
TRIANGLE can be best described as a prototype of an open educational
software system. It was important that any teacher, even with low computer
literacy, can change or add content and build a version to match his of
her specific needs. This is achieved by using a very simple plain text
hypertext format in combination with strict digital image and video specifications.
In every day use, teachers could create their own textual content (and
share it with other teachers) while multimedia elements that are not as
easy to produce could be downloaded from a central education server.
TRIANGLE was used in our case study to prove or disprove three hypotheses:
- This game like learning software provides a level of motivation high
enough to make it fun learning even unpopular subjects;
- Chunks of knowledge" mixed into informational text in a hypertext
structure can be used to teach students;
- An additional virtual partner (avatar), to which the student feels
personal responsibility, causes an increase in motivation;
3 Theoretical Background
A big problem in every successful learning session is maintaining the
motivation for continued learning. This problem is most crucial if the
material is difficult to understand and/or the learners do not have much
personal interest in the material, which unfortunately is often happens
in mathematics [Holzinger, '97]. In learning as such,
we have on the one hand intentional learning — used in traditional computer
assisted learning systems — and on the other we have incidental learning
[Holzinger and Maurer, '99].
3.1 Play as Stimulus to Learning
Children learn, interact with others, and nurture their creativity through
play. It is common that especially small children do not make a distinction
between play and learning, play and work, and fantasy and reality. However,
child's play is metaphorically work. Subsequently, the concept of play
can enhance our comprehension and inspire the creation of stimulating environments
for children and — not exclusively for them. Consequently, the notion of
play has intrigued educators for a long time [Dewey, '16],
[Piaget, '51], [Rubin, '82].
However, no simple definition exists. Play is a complex but still poorly
understood phenomenon that is generally misconceived as frivolous. Yet,
our knowledge of cultural evolution indicates that play is to be taken
seriously. Play can be considered as a critical aspect of children's lives
that is essential to their intellectual, cognitive, spiritual, spatial
and emotional development. Considering the notion of play and its implications
to learning as important and if we accept that the notion of play can be
useful, then a natural extension of this is to look at environments where
play can be used successfully [Reiber, '96].
Piaget (1962) [Piaget, '62] argued that play is
the vehicle through which children interact with their environment and
construct their knowledge. We can subsume that Piaget's ideas about play
have been the most influential of the last century.
His premise is that children are constantly constructing their knowledge
of the environment as they interact with objects and people. Piaget uses
elegant concepts including assimilation and accommodation to develop a
seamless relationship between play and learning; he argues that they have
a symbiotic relationship. Assimilation refers to a child's ability to take
material from an environment and incorporate it into his or her way of
thinking about the world, whilst accommodation pertains to how a child's
perception is transformed by stimuli from this environment. The primacy
of assimilation over accommodation is play, whereas the primacy of accommodation
over assimilation is learning. In this sense, Piaget's ideas have much
in common with the constructivist perspective of learning (cf. with [Rubin
and Pepler, '82]) .
Seymour Papert was a colleague of Piaget in the early 1960s. He was
convinced of Piaget's theory of constructivism but wanted to extend Piaget's
theory of knowledge to the fields of learning theory and education. He
wanted to create a learning environment that was more beneficial to Piaget's
theories.
It is also interesting that he saw conventional school environments
as too "sterile, too passive, too dominated by instruction".
Such environments did not allow children to be the active builders that
he were convinced they were. It seems also amusing that being a mathematician
by training, Papert could not help wondering why most mathematics classes
were so unlike as other classes. Consequently, Papert observed that math
classes — by comparison — were mostly dull, boring, unengaging, passive,
dominated by instruction and anything else but fun. On the other hand,
however, he knew from his own experience that the subject of mathematics
itself is exciting, beautiful, challenging, engaging and very creative.
He asked, why was it being ruined for so many children? [Papert,
'85].
However, the development of such software is challenging, especially
the user interface, since children are an extremely inhomogeneous user
group [Markopoulos, '03].
3.2 Motivation
In psychology, motivation can be seen basically as a basic desire
behind all actions of human beings [Maslow,
'43]. Motivation is considerably based on emotions, which includes
the search for positive emotional experiences (subsequently avoidance
of negative experiences), where positive and negative are defined
individually. "Motivation generally refers to start, control and
uphold physical and psychic activities" is a possible general
definition for motivation, which can be found in many textbooks [Gagne, '65], [Wilson, '74], [Logan, '81], [Holzinger,
'02b]. De Charms (1976) [de Charms, '76]
summarizes the ideas behind motivation in a short sentence:
"Motivation is a moderate form of obsession". However, what
definition we follow, it is of no question, that motivation is of
vital importance for learning. We followed the model that motivation
is dependent of the person (motive) and the situation (incentives) and
this directly causes alterations in the person's behavior (cf. also
with Zimbardo [Zimbardo and Gerrig,
'99]). Motivation is also extremely important for self-regulated
learning [Wolters, '98].

Figure 3: Motivation in a common definition
Due to the fact that within our experimental setting we measured motivation
through indicators in behavior and attitude; we defined these indicators
as motivation variables [Zimbardo and Gerrig, '99].
Theses variables show the existence of a motive and provide information
about its correlating strength. For the case study with "TRIANGLE"
the connection between motivation and the effects of multimedia was of
specific interest.
Generally, in connection with educational software, two central questions
emerged within the design and development of our software:
- Can this multimedia educational software increase motivation for learning?
- Is an apparent increase in motivation caused only by a moment of curiosity,
or will the use of our multimedia educational software permanently maintain
a higher level of motivation?
Whilst the second question can best be answered by a long time study,
the case study with TRIANGLE can easily provide an answer to question 1.
To gain a better understanding of our experiments, let us introduce
a further theory: According to Brehm & Self (1989), [Brehm, '89] the intensity of motivation is reflected
by changes in the sympathetic nervous system. Consequently, increasing
motivation is dependent on increasing arousal [Duffy, '57]. This known psychological concept
refers to the degree of alertness, awareness, vigilance, or
wakefulness and varies from very low values (coma or sleep) to very
high values (panic or extreme anxiety); however the relationship
between arousal and intensity of motivation is not linear.
This relationship is known as the Yerkes-Dodson-Law, first
described by Yerkes and Dodson (1908). The law points out that there
is an optimal level of arousal for gaining the most effective
learning behavior [Yerkes, '08], [Holzinger, '02]. Consequently, the expectation of
our concept is to maintain an optimal level of arousal amongst the
end-users in order to achieve the best learning performance. Berlyne
(1965), [Berlyne, '65] pointed out, that some of
the most important sources of arousal are stimulation, meaningfulness,
and for us particularly relevant, the novelty of situations,
and the surprises (or surprising situations) that come along with
them.
A further interesting cognitive factor is also described by Brehm &
Self (1989), [Brehm and Self, '89]: Motivational arousal
may be a function of the extent to which the learner assumes personal
responsibility for the outcomes of behavior. Subsequently, that is
directly connected with something we call the "Tamagotchi-Effect"
(see section 3.4).
3.3 Incidental Learning
3.3.1 Two Real Life Examples to explain incidental
learning
To gain a better understanding the meaning of the term "incidential
learning" is best described by taking two examples of real-life: 1)
Searching for information in the internet. Using a search engine to get
information on a certain topic will seldom provide hits including 100%
satisfying results. However, the end-user must still browse through a bundle
of pages, in order to collect chunks of desired information. This obviously
can be described by intentional learning. However, on every page the end-user
finds information chunks he did not intend to perceive, but in order for
the search for the desired information the end-user also must check at
least some of the information chunks consume those chunks — unintentionally
learning some of the viewed chunks, consequently incidental learning has
happend. 2) Another example is watching one of those very popular game
shows on television mentioned in the introduction. The people watching
(independent of age, profession, background etc.), are very concentrated
to the action on the screen by various moments of motivation. Certainly,
they will try to guess, what could be the correct answer and the correct
answer in becoming very important momentarily. Although it is not of serious
importance if they succeed in finding a correct answer; in any case this
situation causes thinking and ... incidental learning!
3.3.2 Theories and the integration of the theories into TRIANGLE
As the examples in section 3.3.1 clearly demonstrated
not all learning is intentional and unplanned learning is often not noticed.
However, in traditional classroom settings as well as in traditional computer-assisted
learning sessions intentional learning dominates. Learning models based
for instance on game shows are an ideal example of a challenge in the integration
of new psychological concepts into software [Wang, '97],
[Lieberman, '98]. Similarly, by concentrating on
the actual goal of winning, or at least on achieving a good score, participants
learn a lot of facts, especially when they come upon a question they do
not know. The first attempt will try to combine known facts to the correct
answer (constructivism!). The participants' attention is focused on the
current problem and the correct answer (provided either by the participant
or a quiz master) will be memorized — a learning process occurs as a result.
Though there are several definitions of incidental learning, most of them
coincide closely to the following definition cited in [Lankard,
'95]: "Incidental learning is defined as a spontaneous action
or transaction, the intention of which is task accomplishment, but which
serendipitously increases particular knowledge, skills, or understanding.
Incidental learning, then, includes such things as learning from mistakes,
learning by doing, learning through net-working, learning from a series
of interpersonal experiments".
Consequently, incidental learning, sometimes also called implicit learning
[Seger, '94], can be seen as a very important resource
in human learning and motivation [Rieber, '91]. It
is obvious that incidental learning is particularly effective for children.
Certainly nobody would deny that children up to the age of six learn
lot - their mother tongue for instance. In current education models, however,
incidental learning has lost its importance and has been replaced by a
"sit down, listen and repeat" approach [Anderson,
'95]. Among other things, TRIANGLE is an attempt to utilize principles
of incidental learning. This is done by linking related facts to an information
mainstream organized in small hypertext portions. The success of the learning
process is tested in a game show. Mastering the game show is the primary
goal for the students who play TRIANGLE as a game rather than use it as
an educational tool. Standard research experiments in these fields include
examples such as done by Anderson & Bower (1972) [Anderson,
'72], where one group of the testing persons was informed that afterwards
there would be a memory test, and the other group was not: In this study
the intentional group recalled only 48.9 % of the sentences while the incidental
group recalled with 56.1 %, significantly more. Interviews later on showed
that the intentional learners performed less well because many of them
were busy employing poor memorization strategies, like saying the sentence
over and over again to themselves. Anderson & Bower (1972) subsumed
that many learners are hampered in intentional learning situations by their
mistaken ideas about memory and memorization strategies.
3.4 Tamagotchi-Effect

Figure 4: The classic "Tamagotchi"
In 1996 the Bandai Company introduced the Tamagotchi toy [Bandei,
'02]. The name derives from the Japanese words "tamago" and
"chi" which can be translated as "egg timer". By February
1997 about 700,000 units had been sold alone in Japan - without any advertising
by Bandai. From 1997 onwards the "cyber eggs" were available
worldwide and the toys became one of the greatest success stories ever
[Horikoshi, '97]. The Tamagotchi success was accompanied
by a growing debate on the influence of such toys on children.
The idea behind the Tamagotchi and successors was the construction
of a relationship between a virtual pet and its owner. As a very simplified
model of real life the owner is responsible for the well-being of the virtual
creature. His or her actions and their consequences are the subject of
a game; in some way he/she gains power over another creature. The advantages
and disadvantages of using these toys is questionable, however, the most
interesting aspect in terms of educational software is the strong relationship
between a human being and a lifeless "object".

Figure 5: Virtual companions (Choose your partner!)
The core idea was to explore if it is possible to develop a similar
relationship between a learning software and its end-user and what increase
of motivation and, even more important, what success in learning could
be achieved. This Tamagotchi-Effect could also be useful in other areas,
for example in medical training: For example, if a student of medicine
dutifully looks after a virtual diabetic, it will thrive and the disease
will be well controlled, or else the virtual patient deteriorates in accelerated
time. This allows a safe experimentation and promotes awareness of the
importance of self care in the management of chronic illnesses [Loke,
'98].
However, to carefully investigate this effect in TRIANGLE we implemented
a kind of "personal assistant" (avatar), working together with
the end-users. This assistant (or rather "partner") behaves in
a similar way to the original "Tamagotchi" described above. The
idea behind this kind of virtual partner is to build the strongest possible
relationship between the end-user and the learning software, optimistically
increasing the learning success.
It was also obvious, that young people tend to have a personal relationship
to toys and favorite gadgets (e.g. mobile phones are personalized). If
it is possible "to bind" a student to learning software this
can be utilized in many ways.
4 Technological Background
Before creating the prototype, some methods had to be considered for
implementing the three main hypotheses to be proven in TRIANGLE, consequently
that reliable results showing positive or negative effects could be retrieved
in our planned experiments.
4.1 Technological Implementation of "Motivation"
As described in section 3.2 the notion of motivation
in general is very comprehensive. In order to use TRIANGLE as a tool to
assess motivation for computer based learning we carefully thought about
the design issues. We decided to develope it as a game show (or a quiz
game) by making use of modern multimedia effects in order to achieve a
high level of motivation amongst our targeted (young) end-users. Graphics
and "rocking" sound "disguise" the learning software
as an awesome game, instead as an electronic school book. The basic idea
behind the game show concept was to utilize the obvious addiction to every
kind of quiz show which can currently be found among people of any age.
4.2 Incidental Learning
As explained in section 3.3.1 before the internet
and game shows are very good examples for the idea of incidental learning,
consequently there are two ways in which TRIANGLE serves as a test bed:
- In TRIANGLE, related information is linked to mathematical facts and
formulas in order to find out how much can be learned incidentally;
- The number of possible questions in the game show is limited. There
are three "topics" — mathematical knowledge, funny questions
and related facts. The probability for questions to reoccur in a second
attempt of the game show is 50% (for topic 1 and 3). Subsequently, if (incidental)
learning occurs either through success or failure in a game show, the score
had to improve!
4.3 Tamagotchi Effect
In order to investigate the so called "Tamagotchi Effect",
some kind of virtual puppet had to be created which interacts with the
end-user, building a relationship (a kind of partnership) between the computer
creature and the human being in front of the screen. Such a strong relationship
can be used to provide valuable hints, to emphasize certain topics and
more. Although experience in the development of Intelligent Tutorial Systems
was available [Holzinger, et al., 00], unfortunately,
due to time restrictions within this project, we could not implement a
high-level logic as it would be necessary. However, misuse and misinterpretation
of the term "Intelligence" and in particular "Artificial
Intelligence" has made it increasingly undesirable to label systems
with this designation.
Consequently, it is generally accepted to refer to an "Intelligent
Tutoring System" [Sleeman, '82], [Malone,
'82] if the system is able to:
- build a more or less sophisticated model of cognitive processes;
- adapt these processes consecutively; and
- is based on these fundamentals to control an question-answer-interaction.
5 Demands on Multimedia Software for K8 learners
During the design and development of our software, there was an urgent
need to explore the most important demands on learning software intended
for the end-user group; both satisfying requirements of education, and
to create a "state of the art" multimedia application which uses
current technology. Even more important, the intention of TRIANGLE was
to serve as a prototype for an easy-to-edit educational software authoring
tool. This includes the necessity of a very straightforward data structure,
editable even by those with average or low computer literacy.
During an intensive investigation of currently existing software for
learning purposes, some basic ideas and principles of developing such software
could be found. Collecting the most important principles while requesting
a usable and mostly self explaining interface and a very simple data structure,
a list of demands was extracted, based basically on a Learner-Centered
Design approach [Soloway, '94], [Soloway,
'96], [Holzinger and Motschnik-Pitrik, '05].
5.1 Attraction, Fun, Challenge, Fantasy, Curiosity
First of all, learning with computers has to be fun — multimedia
elements seem to be very attractive and motivate the end-user to
occupy oneself with the application. Consequently, one of the main
purposes of the whole project was to find out how attractive
multimedia elements can be when incorporated into learning
software. We followed the principles, that the essential
characteristics of good educational software can be organized into
three categories: challenge, fantasy, and curiosity [Malone, '80], [Carroll,
'98]. There is some evidence that these factors can enhance
learning [Liebowitz, '98], [Grosshandler, '00], [Davenport,
'01].
5.2 Interaction
A most important advantage of learning with computers is
interaction [Ziegler, '96], [Allen, '98], [Kaur, et al.,
'99], [Holzinger, '02b]. Interactivity plays
a crucial role in knowledge acquisition and the development of
cognitive skills [Sims, '97]. However, mechanical
interaction must not be confused with cognitive interaction [Norman, '86]. In classical instructional settings
the teacher provides pieces of information and the student is only a
more or less passive consumer, who has to transform the presented
information into knowledge [Maurer, '02]. This is
generally different within a multimedia application, where learners
have to "dig" for the information themselves. Interactive
learning (implying an active process of expanding knowledge) requires
a high amount of self control, resulting in a growing ability of self
education. Although this concept of self-directed learning not a
clearly defined concept [Bolhuis, '03], it is
generally accepted that the importance is high of such self-regulated
strategies in order to enable students as early as possible to follow
the principles of life long learning [Winne,
'97].

Figure 6: Interactive learning, mathematics and "Godzilla"
(video clip)
It is also accepted that self regulation strategies can be taught
and that students who use these self regulation skills obtain better
results in learning [Boekaerts,
'97]. Consequently, multimedia software can support students in
achieving such strategies [Biswas, '04].
5.3 Multi-Modality
Another important feature of multimedia learning environments is
the multi-modality of information [Conway, '87],
[Holzinger, '02a]. Making use of these features means
choosing the best channel for the transportation of certain kinds of
information, e.g. a video sequence for time variant processes or an
animated function plot with growing variable values for visualizing a
mathematical context.
5.4 Web Usage
Opportunities of collaborative learning are commonly thought as one
of the most important features [Hartley, '00]. Naturally
the internet structure and its communication tools support exchange of
information which can be useful to construct knowledge. Therefore modern
educational software should at least provide the possibility for student
communication [Motschnig-Pitrik and Holzinger, '02]. However, as for the
very limited time we had during this project, no internet features like
multiplayer games or chat rooms were implemented in TRIANGLE, however,
future versions of any similar software must implement such features!
5.5 Ease of Use
Usability — more than an buzz-word of the 21st century user interface
development — is crucial for the success. The requirement that the student
should not waste any time thinking about interface operations but concentrate
on content necessarily leads to the development of self-instructing user
interfaces.
Of course this is a difficult demand to meet; for although a whole branch
of science deals with aspects of human computer interaction there is still
no prototype for the "perfect interface".
5.6 Simple Data Structures
The immense speed of innovation in the computer and multimedia sector
has forced companies to provide contents for their educational software.
Since computer training for teachers has only got going slowly, the software
developers themselves have started to fill their multi-medial presentation
framework with content, at best consulting teachers or employing ex-teachers
as consultants. Currently we face a situation, where teachers are increasingly
integrating commercial educational software in the classes, being forced
to arrange their curriculum with the given contents, rather than being
able to produce multimedia-supported lessons themselves. This explains
the growing network of software evaluation web-centers for teachers [Maurer,
'01], [Maurer, '95], [Maurer,
'98]. A universal multimedia education tool has to provide a data structure
simple enough for everyone with average to poor computer knowledge to edit
(or make it easy to come up with a content editor).
5.7 Hardware Aspects and Software Considerations
When sending questionnaires to the schools which offered to be test
partners in this project, we realized that the different hardware equipment
is a great problem in creating a homogeneous testing environment. So we
decided to limit the groups of test-persons (K8-students) to 10 and let
them "play" on notebooks with headsets, in order to minimize
disturbing influences and to have equal conditions for every group in any
school.
As the motivational aspects had precedence over public availability,
and the amount of time invested in programming should not exceed the cost
of testing and research of retrieved data, we decided to use a standard
multimedia authoring tool. Our choice was the "Director 8" from
Macromedia. Additionally this software is made for publishing in internet.
The current version can easily be converted to an internet application,
by making use of the "Shockwave" plug-in, which comes with most
common internet browsers.
5.8 Open Architecture
Another requirement was an open architecture, which allows anybody to
modify contents and examples of the learning module. In the current version
this is realized by using a very simple hypertext format for the learning
material and game show questions, including multimedia content organized
in a strict directory and name system.
5.9 Graphics
Illustrations complementing the text and formulas are available as images.
These images have to be brought on screen by clicking on a button below
the text. What seems to be awkward in terms of usability is a valuable
tqool for user tracking.
The program counts the clicks on all buttons, representing the amount
of interest in multimedia material. In a final version for use in schools,
an appropriate image (if existing) should come up automatically with the
text.
Figure 7: Various graphical objects illustrates different
knowledge objects: (from left to right: a, b, c.)
a) background info, b) core formulas, c) practical application
5.10 Video Objects

Figure 8: Video sequence explaining the geometrical interpretation
of "a²+b² = c²"
Video Sequences (Animations) should be used were convenient. Especially
when illustrating a step by step process or demonstrating the use of a
formula, animations are superior to single images. Up to date Mathematics
books tend to provide "recipes" for experiments, which may help
student to understand more complex formulas (including Pythagoras, Thales).
Video sequences can evolve such experiments on screen.
5.11 Interactivity versus "Lost in Cyberspace"
Naturally a school book uses a serial structure for organizing contents.
In a multimedia education software a more interactive approach has to be
found. With the internet as a prototype for interactive associated knowledge
organization, some kind of hypertext structure seemed appropriate. In guiding
students away from passive consumption to self organized learning, hypertext
seems to be the perfect tool for structuring knowledge in small pieces,
tied together by contained references. On the other hand the phenomenon
of "getting lost in cyberspace" is sufficiently documented (compare
e.g. with [Otter, '00]).
If the references in a hypertext lead to too much in—depth information,
students tend to loose sight of the original topic of their investigation.
To avoid this — especially since the case study had to be carried out in
a limited amount of time - the amount of text and layers of information
were limited. At no time can the student find a path through the hypertext
that leads them more than three clicks away from the starting document.
Additionally, the cross references are held within the three main subjects,
e.g. there is no document within Subject A leading to a document within
Subject B.
6 Implementation
6.1 Motivational Factors
A multi-media application like "TRIANGLE" derives its power
of attraction from the quality of the interface design and the multi-medial
content. On the other hand, the interface itself has to be quite functional
as it serves as a replacement for common learning environments. While learning,
the player deals with a text area ("the book"), a multimedia
content window ("the blackboard") and some navigational elements.
The virtual companion also has a very prominent place on the screen and
is always present and in motion.
The training phase could bore some students, so the avatar (the learning
partner) comes up with witty comments, creating a moment of motivation
to continue learning in order to see all the funny comments. The primary
motivational element is the game show. Here the player can show what he
has learned and win points by answering correct questions. Thus the training
appears to be only preparation for the game show, while in reality it is
the main purpose of the whole module. In addition to the multi-medial components
of the interface, animated jingles introduce the player to the phases of
the game. Music is not a carrying element throughout the program; nevertheless,
it fills the game show with ambience.
6.2 Incidental Learning
One of the main theses to be tested with "TRIANGLE" is the
efficiency of incidental learning. The primary knowledge imparted in the
game is mathematical (the content is specialized on the TRIANGLE, hence
the name). However, an equal amount of additional knowledge is involved.
In the training phase these two areas of knowledge are not kept separate,
although internally there is a strict distinction between mathematical
knowledge and additional facts, meaning that the avatar also gains only
mathematical knowledge, if the player only retrieves pages with primary
content.
6.3 Tamagotchi Effect

Figure 9: Avatar, prerendered animations sequences
The virtual companion is implemented as a sequence of pre-rendered video
files. In the training phase, the avatar rests on the lower right side
of the screen, reading in a book, looking around, talking to the player
and reacting to screen changes. This is implemented by an event driven
system. At every event occurrence a video sequence is added to a animation
queue. For greater diversity there are up to three different video sequences
for the same event. This avoids repetitions and makes the avatar more "alive".
In the game show the chosen avatar is one of three candidates playing.
Depending on the correctness of the answer it is delighted or sad.
The most important fact about the Tamagotchi, however, is the ability
to learn with the player and to help in the game show. This is implemented
in a very simple, but effective manner.
A routine calculates the time required for reading the whole page, based
on the number of words, after about 70% of this time has passed without
a change to another page, the avatar "learns" this part of the
material. This simple algorithm is sufficient for a case study but for
a permanent use of the software it had to be replaced by more complex —
maybe AI driven — routines. Depending on how much the avatar has learned,
it can answer questions for the player in the game show. It is up to the
player how much time they wish to invest in training the avatar; thus the
avatar itself is the learner's personal "Tamagotchi".
6.4 Runtime Evaluation
Since TRIANGLE was originally intended to serve as a test bed, in this
version, the software has to fulfill some tasks beyond the game functionality
itself. End-user data is collected from the beginning and some values are
calculated from the way the end-user handles this software.
Most of the end-user data is gained by purely increasing counter variables
on end-user input or storing the value for a end-user decision. Some of
these variables include:
- Number of avatar chosen;
- Number of hyperlinks followed;
- Number of correctly answered questions (topic x, round y);
- How often did the avatar answer for the specific end-user?
Some values represent the time the end-user spent for some phases of
the program, e.g. the time in the learning phase, which is calculated when
using the 'exit' button to quit the learning phase and go straight to the
game show.
A special set of values stored the "percentage learned of topic
n". Possible values for n are 1 (mathematical knowledge) and 3 (related
facts), topic 2 is reserved for "silly questions" in the game
show. Some hypertext files may have topic 0; e.g. menus or other text which
does not really contain valuable information.
Consequently, our software had to check how many of an overall number
of p(n) hypertext files of a topic n were indeed learned. This is done
by adding the current text to a list of learned material (e.g. learned(n),
where n represents the topic) whenever it was learned. To check whether
a given chunk of hypertext can be considered as learned is a little more
complex than just measuring time.
First the amount of time is calculated, which has to pass before it
can be assumed that the user has really consumed the hypertext. To do so,
a special routine "text2time(text)" calculates a value which
represents the time required for reading that text. This is done by simply
counting words and characters resulting in an average word length. This
value is then multiplied with a factor F, which was gained in a series
of experiments.
6.5 Open Architecture
An open architecture for the content data structure was a basic requirement.
TRIANGLE is a prototype of learning software that provides multi-medial
fun and edutainment capabilities while being open to everyone who wishes
to impart any kind of knowledge to students. Therefore a very simple hypertext
format was developed. There are two types of hypertext: content and examples,
both in plain text format and divided in sections initiated by defined
tags. The examples contain the question title, the question, the correct
answer and the maximum points. Content consists of a header, any numbered
tags and the information itself. In the text, hyperlinks can be set by
formatting a word in a certain structure.
The target of a hyperlink is simply the filename of another text file,
similar to HTML. In addition multimedia content can be provided by tags
linked to bitmaps or video files in the corresponding directories, and
also the witty comments of the avatar are defined in the content hypertext
files. Considering this simple data structure, one can see that it would
be easy to provide a simple content editor for anyone who would like to
adapt the module for their learning material.
7 Experimental Setting
7.1 Target Group
TRIANGLE was tested in two schools in Austria of different types, the
Hauptschule Mariapfarr and the Bundesgymnasium Tamsweg. The case study
was supported by a mathematics teacher (one at each school), who selected
22 students, taking care to find a balanced test group regarding gender,
mathematics knowledge etc.; of course a prerequisite for the case study
was the consent of the headmasters from both schools, however, both were
very interested in this project and provided a separate classroom for the
tests, making an optimal setting possible. In cooperation with the teachers,
two groups of 11 students were selected at each school. The first group
tested a version of TRIANGLE without the avatar — the other group tested
the full version. A total of 44 students tested the software. Much attention
was paid to the variety of the students, e.g. different sex, varying mathematics
and computer knowledge. There were a couple of reasons for the choice of
include K8 students into our investigations. The students were aged between
14 and 16 and they already had some experience in using computers. The
mathematics curriculum is independent of the school type, which made it
possible to test the module without the necessity of producing various
versions with different contents. Mathematics was chosen because it is
rarely the favorite subject of students at this age, therefore it is ideal
for testing motivational factors [Brehm and Self, '89,
Holzinger, '97].
Table 1: The test groups
Group |
Description |
N=44 |
Test group A |
Students with avatar class 1 |
11 |
Control group B |
Students without avatar class 1 |
11 |
Test group C |
Students with avatar class 2 |
11 |
Control group D |
Students without avatar class 2 |
11 |
7.2 Classroom Settings
In both schools the setting was very similar. A special room was adapted
for the test. Every student had their own table with a notebook computer,
equipped with an external mouse and headphones. In addition, every student
had enough space to fill out the questionnaires. Two assistants were seated
in front of the students and lead them through the test procedure. Explanations
were supported by transparencies. Groups of ten students were placed in
a classroom each equipped with a notebook computer. The first questionnaire
collected data about motivation, mood, readiness etc. Then the students
played the learning module in a time limited (20 minutes) training process,
in which the students were allowed two attempts to win the game show with
a maximum of points. During the game, the software collected data about
the user behavior. Afterwards, another questionnaire dealt with the students'
enjoyment when playing the game (and learning). Finally a questionnaire
collected general data.
Figure 10: Experimental setting: sketch and shot from testing
Five questionnaires and an in-game user tracking were used to retrieve
data on the three basic questions. For reasons of conformity, the in-game
user tracking is treated like questionnaire number two in the following
report. Questionnaires 1 and 3 dealt with motivation. In the first questionnaire,
motivation for performance is tested. The analysis of the retrieved data
returns values for the "hope for success", "fear of failure"
and the difference between these two values - the "resulting hope".
This first questionnaire returns a certain level of motivation of each
student. Questionnaire 3 (immediately after playing the game) returns a
similar value which can be compared with the previous values and gives
information about a possible rise of motivation after playing the game
show. Finally Questionnaires 4 to 6 collect some data about the student's
attitude towards mathematics, computer experience, primary computer usage
and general demographic data.
Table 2: Test schedule and Questionnaires
Test Schedule |
Retrieved Data |
Questionnaire 1 |
motivation test using the AMS scale (c.f. [Chiu,
'97], [Rheinberg, '97], [Gjesme,
'70]. |
User Tracking ("Questionnaire 2" |
testing incidental learning by analyzing the generated logfiles |
Questionnaire 3 |
motivation after playing the game |
Questionnaire 4 |
students attitude towards mathematics |
Questionnaire 5 |
computer experience, user profile |
Questionnaire 6 |
demographic data |
We also implemented a built-in user tracking mechanism for retrieving
data while the test persons are playing. In this way results do not depend
only on individual statements but objective data is retrieved about the
way the students use the program and consume its content.
The following flow chart shows the program flow of TRIANGLE and the
table lists all data retrieved in the different phases. After finishing
the game, a small log file is saved to the hard disk which holds all values
in a comma delimited format.
7.3 Program flow
The Program flow can be divided into 5 significant phases:
- Login / Tutorial
- Demo Game Show
- Training
- Game Show
- Score / Exit
The test group gets the first password, bringing on screen a series
of screen shots used by the assistant to explain the game rules and the
handling (navigation elements, game rules, time limits). There are two
different passwords, one calling up a tutorial for the version without
the avatar, the other one the full version. Depending on the second password
given, either the version without avatar or the full version is started.
First a demonstration game show with 3 simple questions makes the user
familiar with the game rules, time limits, scoring system, the game idea
itself and of course this prospect of the final game should produce a push
of motivation for the training phase. The third phase is the actual learning
tool.
As described in the previous chapters the students use a simplified
hypertext browser to learn as many facts as possible for the forthcoming
game show. In the full version the avatar comments on the text and makes
jokes when talking to the user. Students can exit the training phase with
an "Exit" button, but there is no chance to come back later.
After 20 minutes the training phase ends automatically. The fourth phase
is the game show. Every student has two attempts to achieve a maximum score.
Every question is worth a certain amount of points (defined in the corresponding
text file), after a calculated time period points start to count down to
one, from this moment on the two opponents may answer the question instead
of the player. Wrong answers are "punished" by reducing the score
(minus 20 points).

Figure 11: Program flow
The end screen shows the final score as absolute points and percentage
value (percent of questions answered correctly). When the participant has
finished the first round of the game show they can now select to try again
or exit the program. This selection is a measurement of how much the user
liked playing the game. The program does not exit to the desktop but shows
a "Thank You and Good Bye". Subsequently, the students were prevented
from interfering with the note-book installation.
7.4 Data Provided by the Software
As mentioned before, the software itself collected a variety of data,
some for reasons of user interface testing, others required for motivation
tests. The program saved the data to an external file which was easily
transferred to a statistical program (SPSS).
The collected data contained:
- the chosen avatar,
- the number of correctly answered questions (divided into mathematical
and additional knowledge),
- the intensity of content study (by measuring time in relation to the
amount of text on a page), and
- the number of hyperlinks followed, pictures viewed etc.
Most of this data was used to control questionnaire results.
8 Findings and Discussion
The first questionnaire measured the motivation according to the School
Achievement Motivation Scale [Chiu, '97], which has
its roots in the AMS-Scale developed by Gjesme & Nygaard (1970) [Gjesme
and Nygard, '70]. The first 15 items determined the performance of
motivation (expectation and success). The remaining items measured the
unsuccessfulness and fear. Thus, the first questionnaire showed the level
of motivation before starting TRIANGLE. Our program delivered the values
during the game by storing all links used in log-files.
The second questionnaire set, after playing with TRIANGLE, delivered
a standard of comparison to the first test. Finally, a special test showed
the adjustment in attitude to mathematics in school.
8.1 Motivation
A high level of motivation is often a prerequisite for success. There
is a high probability that learning will be without success if there is
a lack of motivation. Therefore we needed to measure the motivation of
the students to correctly interpret the results retrieved through the other
questionnaires. Without testing the motivation before and after playing
the game, there would be no chance to value the influence of the avatar.
8.1.1 Questionnaire 1 - Motivation before testing the software
The first 15 questions deal with various aspects of motivation; the
next 15 questions are the exact counterpart. For every question the student
has to provide a level of agreement. We classified a student as "highly
motivated", if they perchance exactly agree (2) to 6 or more of the
first 15 given statements. Variables 16-30 are control variables to prove
the results of the analysis of the questions 1-15 in producing exactly
contrary values. Unfortunately the results did not correspond. Normally
the distribution of students who answered with "exactly right"
(var. 1-15) and "not at all" (var. 16-30) should approximately
match. The diagram visualizes the results and helps in comparing.

Figure 12: Evaluating motivation of students
8.1.2 Questionnaire 3 - motivation afterwards / feedback
Questionnaire 3 was given to the students immediately after they had
played TRIANGLE. Results of this analysis can be seen as feedback on one
hand, and on the other hand as information about difficulties in using
the computer was collected. The first question (31) was if the students
believed that contents were imparted in a better way than through books
or other classical education media. 81.8% agreed. Considering the fact
that only a very small part of the entire learning material for a mathematics
curriculum was available in the program, this result must be interpreted
as evidence of high motivation to use the software. A combined analysis
of the next six variables proved this assumption. Questions 32 to 37 get
feedback about general enjoyment of playing with the program. A student
is said to like using the program if 3 or more out of 6 questions are answered
with "exactly right". A resulting amount of 65.9% of the students
liked using TRIANGLE. In order to understand reasons for a possible dislike
of the program, the next six questions dealt with a variety of problems
when using the PC and learning software. 81.2% of the students agreed to
none of the six statements (2) about possible problems and therefore felt
comfortable with learning on the PC.

Figure 13: Motivation afterwards, feedback
In addition we wanted to know how students rated the difficulty level
of the game show questions. This time 50% of the students found that some
of the questions were too difficult. As a game needs to be challenging
but not frustrating, this result is very satisfying for valuing the content
quality.
8.2 Runtime Evaluation
Two variables saved during runtime value the student's motivation. On
the one hand, the time spent on learning tells about motivation before
the game show (including a possible motivational effect caused by the demo
game show), and on the other hand the number of game show rounds (max.
two).
With a 20-minute time limit given, the majority of the students spent
more than 10 minutes in the training part, 40.9% used more than 75% of
the available time (15 to 20 minutes). Only two students were not motivated
enough to try a second game show round, all the others made another attempt
after finishing the first round.
Another variable of interest is the acceptance of the multimedia elements.
There were 31 different elements (pictures, video clips and formulas) available
through media buttons during the training session. Every time a student
pushed one of these buttons, an internal counter was increased, measuring
an amount of interest in percent (compared to 100% - every media element
is watched once) There were rates up to 160 percent, meaning that some
elements were brought on screen more than once. As described later there
is a significantly higher rate of success in the game show for students
who had a higher consumption of the media elements. 8.3 Incidental Learning
In order to test the effect of incidental learning, we first compared
the percentage of learned facts in the training phase with the correct
answers to corresponding questions in the game show for both of the subjects
1 and 3. As mentioned before the learning material is made up of mathematics
knowledge (subject 1) and supplementary facts (subject 3). While good mathematics
students will be able to answer questions based on subject 1 without having
learned during the training phase, they have to learn the supplementing
facts to master 4 of the 10 questions in the game show.
The number of correct answers for subject 1 questions is widely independent
of the time the students spend in reading the mathematical information.
As all questions are designed so that they can be answered within 10 -
30 seconds without the use of an electronic calculator, a dependency between
the students' mental arithmetic capability and the success in the game
show could be expected.
In questionnaire 4 we ask for the participants self estimation of their
mental arithmetic capabilities - and indeed there is a significant correlation
between this variable and the number of correct answers for subject 1 type
questions.
A very different behavior shows the analysis of subject 3. A significant
correlation between the amount of learned supplementary facts (subject
3) and the correct answers (relating to subject 3) can be found. So while
the answers to subject 1 type questions can be simply calculated by a witty
student, the answers to subject 3 type questions can only be correct if
some of the facts integrated into the hypertext chunks were memorized.
Incidental learning also occurs when playing the game show. Altogether
there are only a limited number of questions so that on average two of
four questions will be repeated in the second game show round. Better results
in the second attempt imply a learning effect. Indeed the scores improved
when playing the game show a second time. So the students learned by failure
- whether they planned to do so or not!
8.3.1 Runtime Evaluation / Questionnaire 4
The analysis of the correlation between the percentage of learned material
and the correct answers in the game show - both made separately for each
subject - confirm our theory. There is no dependency of correct answers
(relating to subject 1) on the amount of learned mathematics knowledge.

Figure 14: Correlation - learned supplementary facts / correct
answers
The number of correct answers is widely independent of the time the
students spend in reading the mathematical information. As we designed
all the questions so that they can be answered within 10 - 30 seconds without
the use of an electronic calculator, we assumed that there may be a dependency
between the student's mental arithmetic capability and the number of correct
answers. In questionnaire 4 variable 48a holds the participants self estimation
of their mental arithmetic capabilities - and indeed there is a significant
correlation between this variable and the number of correct answers.
A very different behavior shows the analysis of subject 3. A significant
correlation between the amounts of learned supplementary facts (subject
3) and the correct answers (relating to subject 3) can be found. Incidental
learning also occurs when playing the game show. Altogether there are only
a limited number of questions so that on average two of four questions
will be repeated in the second game show round. Better results in the second
attempt imply a learning effect. Most students improved their results in
the second attempt.
8.4 Tamagotchi Effect
To decide whether the presence of the avatar had a positive effect on
the learning success or at least caused an increase in motivation, there
were two groups, one group tested the program in a version without avatar,
the other one tested the full version. The following analysis takes a closer
look at possible differences between these groups as well as at the sympathy
for the virtual friend.

Figure 15: Tamagotchi effect
The group playing the full version was asked about the attraction of
the virtual partner. Most of the students liked interacting with their
avatar.
There was no difference between the groups concerning the question whether
they liked playing the program in general. No positive effect of the avatar
was detected. Students who answered three or more of the questions 33-37
with "exactly right" can be rated as "having fun playing
the program".
In general, there was no significant correlation between the existence
of the avatar in the game and the measured motivation of the students.
8.5 Runtime Evaluation
Analyzing the saved log files we focused on the possible effects of
the avatar on success in the game show, as well as motivation for a longer
training phase, because the avatar created a more relaxed atmosphere in
the training session. First, the existence of the avatar was of no relevance
for the time spent in the training phase. There is no correlation between
playing the full version and the duration of the training phase.
The group playing without the avatar also did not show significantly
different results in the game show from that of the group who tested the
full version. In the full version, students had the opportunity to let
the avatar answer game show questions for them. The probability for a correct
answer depended on the amount of learned material in the training phase
(calculated separately for each subject).
9 Conclusion
9.1 Motivation
The case study showed a high level of basic motivation among the students
using TRIANGLE. Whether due to real interest in the program or the novelty
of something new is difficult to judge: video observations showed that
most students enjoyed the game. Several students reacted emotionally to
success and failure, showing that they were really into the game.
These motivational factors can be used to intensify previously learned
material. Multimedia elements received a high level of acceptance. The
presentation was more detailed and the educational method of game-based
learning showed a clear advantage over traditional education media such
as blackboard teaching or textbooks and standard methods. Furthermore a
correlation between the exposure to media elements and correct answers
in the game proves the commonly accepted advantage of multimedia education
software.
9.2 Incidental Learning
The results of the case study showed that associated facts are indeed
memorized. By connecting to learning material via hyperlinks, a large amount
of additional knowledge can be imparted. Supported by carefully selected
multimedia elements, which may serve as anchor points (the re-appearance
of the images in the game may have helped some students to remember certain
facts) the learner builds a network of facts - a kind of mind map of the
knowledge the hypertext contained. Since there was very little probability
that the students were acquainted with the material before their participation,
the relationship between learned material and correctly answered questions
serves as proof for the success of incidental learning. In addition, another
process of unintentional learning occurred when playing the game.
As almost every participant was able to improve their game score in the
second round, and since a minimum of two questions from the first round
re-appeared, learning could be shown to have taken place.
9.3 Tamagotchi-Effect
While the students liked to interact with the virtual partner in the
program, no positive effects of this interaction could be measured. There
were no significant differences in the motivation and success of the two
groups using different versions of TRIANGLE.
A few explanations for these facts present themselves: First of all,
the general motivation was very high and the avatar, or its absence, did
not have any observable influence. The group that played a version without
their virtual partner expressed liking for the program to the same extend
as the other group. Maybe different results would have been achieved by
letting each group play both versions, since then they would have had a
comparison. Mainly for technical reasons, the interaction between the avatar
and the player was based on a very low level of artificial intelligence.
Therefore the moment of personalization was not as strong as initially
planned.
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